WATI Assistive Technology Consideration Guide

1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities (writing,
reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave blank any tasks
that are not relevant to the student’s IEP.

During summer school 2017, I was in charge of testing and reviewing with the kids at the end with their end of course
assessments. Some of these students had individual IEP’s so I decided to choose one student and focus on him for this
assignment. This particular student was Hispanic and also on an IEP for Moderately Intellectually Disabled (including
assistive technology

2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in Column A for
each checked task.
3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address this task? (If
none are known, review WATI’s AT Checklist.) If any assistive technology tools are currently being used (or were tried in the
past), describe in Column B.
4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive
environment, or perform successfully with less personal assistance? If yes, complete Column C.

Task A. If currently completes B. If currently completes task C. Describe new or additional

task with special strategies with assistive technology assistive technology to be
and / or accommodations, tools, describe. tried.
describe.
Motor Aspects of Writing

Sits next to the instructor to Edgenuity self-propelled Adaptive seating systems and
Computer Access
keep on task and have help curriculum highlighter tool, pick positioning devices that provide
X immediately available tool students with optimal positioning
Frank uses his laptop for all Frank uses his laptop to assist to enhance participation and
Composing Written Material
short answer questions or and short answer questions for access to the curriculum
X writing assignments prose and spelling
Communication
 Uses Online Dictionary, Microsoft suite Modification of requirements
Reading
for assistance based upon student's daily
X energy level and the task to be
Frank has goals to meet at Seating accommodation/ completedcompleted
Organization
home as well as at school that computer folder for excess work
X correlate well together. and study materials

Task Students’ Needs for Assistive Technology (2009) A.

Assessing If currently completes B. If currently completes task C. Describe new or additional
task with special strategies with assistive technology assistive technology to be
and / or accommodations, tools, describe. tried.
describe.
Math

Recreation and Leisure

Activities of Daily Living

(ADLs)
Mobility

Sits close to instructor

Positioning and Seating
X
Vision

Hearing
 5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive
technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe what
will be provided, the initiation and duration.

None not explicitly listed.